Words are apart of everything we do. At a young age the learning of words occurs for us to gain knowledge (McLaughlin, 2015). There is a solid connection between students learning and what can be achieved academically. By understanding words, that are connected to a topic, the student can connect the words as a tool to prior knowledge. Mathematics vocabulary needs more development and to be used through more than just writing definitions from a dictionary (Nagel et al. 2016). For mathematics, it seems to be a process of exposing the student to the word in different methods. Some ideas from the 10 Ideas for Vocabulary Instruction in Math article will be expressed in the blog.
Word Wall
A word wall is not a method I have used before, but I have heard of it being used successfully. This method has a poster or bulleting that adds a new word as they are being introduced. This is a visual method that can join other concepts to assist in advancing the knowledge. By adding games, student definition, connecting to words and giving students examples that can assist with utilizing this method.
Word Hunt through Text
This method is to build from back ground knowledge. The student will first read through the text, either solo or with a partner, and try to figure the definition. While going through this initial process they can keep track of the “confusing words.” Once we go through the lesson they can focus on those words (Nagel et al., 2016). For my students, they read the text and from there we discuss it in class. Once they figure what words they need help on we work to get them where they need to be. After words, we do a word connect system that will test their understanding.
Inside/ Outside Circle
This is a method that utilizes index cards. The student will receive the word on the front. On the back they can draw an example and define the word. According to Nagel et al. the “students form two concentric circles-inside circle facing out and outside circle facing in so that each student is facing a partner (2016).” At this point students can ask their partner the term or definition and have students change circles and repeat the steps.
Frontload Multiple-Meaning Words
This is another prior to lesson method. With math their can be multiple meanings, and with this method we can assist the student in coming up with meanings. At times it might be best to just give the definition for them to know the meaning of the multiple meaning word.
Word Wizard
This method involves outside of school opportunities. The students will be “word wizards” and will find their math vocabulary outside of class. By bringing proof of their finding (magazine articles, quotes from TV, pictures, etc.) they can understand how math is used everywhere, in everyday life.
List- Group-Label, Wordsort, or Circle the Category
This is a method I have used in my classroom. There are two sorts In this method open sort and closed sort. Open sort is when students are given the term and must put the category title to it. The closed sort is where they get both terms and category title. On this one they will match them together.
Double-Dutch Chants
With this method students develop their own jump rope chant based on their math terms. The jumping method with chant allows students to have a memory way of understanding vocabulary. They can recite their chant to use during test.
Concept Circles
This method is divided up into sections. According to Nagel et al. following these steps is the best process:
- “Include four terms and challenge students to recognize how they are related. Students can provide an appropriate topic title.
- Write one word that doesn’t belong. Students recognize and defend their answers. This can be open-ended, so all answers can be right if the explanation is mathematically sound.
- Include three words and leave the last quarter blank asking students to find another related term and justify their answer.
- Leave all quarters blank. Students fill in related terms or sketches with shared explanations (2016).”
Pre- and Post- Concept Checks
This is a method that can be an extremely successful one, as well as an easy prepared method. It is used best when terms are more necessary or where vocabulary plays a more important part in the lesson. Nagel et al. gives these directions:
- “Ahead of time, pull out the terms that are most important.
- Have students rate their understanding of the terms before the lesson using the rating scale below.
- Circulate the room using this as a formative assessment. Adapt lesson accordingly.
- After the lesson, have student re-rate their understanding and prove this rating by creating representations or writing an explanation (Forget, 2004, p.230).
Ratings:
+ could teach it
Kind of know it
No clue (2016)”
| Before the Learning Rating | Terms | After the Learning Rating |
| ________ | Mean | ________ |
| ________ | Median | ________ |
| ________ | Mode | ________ |
| ________ | Range | ________ |
Vocabulary Cartoons
This method works with the principle of recovering the words by associating it with prior knowledge. This method can join a funny cartoon to link, as a visual, to a rhyming word. This is a fun and unique method that can make a good connection for the students.
Conclusion
It goes with out saying that our students need to learn vocabulary and be able to use it in reading, writing, speaking and listening (McLaughlin, 2015). These methods all improve understanding knowledge. Though mathematics is more difficult, in terms of teaching vocabulary, it is necessary and can be successful.
References:
McLaughlin, M. (2015). Content area reading: Teaching and learning for college and career readiness(2nd ed.). Boston: Pearson.
Nagel, D., Flories, K., Fox, M., Walther, M., Lara-Meloy, T., Caus Gleason, S., & Pearse, M. (2016, March 28). 10 Ideas for Vocabulary Instruction in Math. Retrieved November 21, 2018, from http://corwin-connect.com/2016/04/10-ideas-vocabulary-instruction-math/.